12,185 research outputs found

    Employing Pedagogical Imagination with Open Educational Resources

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    Horses in Agriculture Online: Designing, Developing, and Assessing Situational Interest an Online Museum Exhibit Using the Systems Approach Model of Instructional Design

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    Research on motivations of learners has been done in traditional museum environments, but the research of online museum exhibits is in its infancy. While variables such as interactivity have been explored in traditional museum exhibits, little is still known about how these variables affect visitor experiences in online applications. It is important to know if the application of technology into these programs, such as online learning experiences and corresponding characteristics such as interactivity, free-choice use, and adaptive/adaptable e-learning effects the learner experience. This study follows a formal process of instructional design to develop an online educational resource to be used for both formal and informal learning experiences. Specifically, the design, development, and assessment of an online museum exhibit about the horse’s historical and current day impact on agriculture. This process was guided by the systems approach model of instructional design. This study took place in multiple parts that are the necessary steps of the Dick and Carey systems approach model. The online museum exhibit that resulted from this process was then evaluated by looking at the facet of situational interest for both informal and formal audiences, as well as whether the specific online exhibit characteristics of free-choice, adaptability, and interactivity affect situational interest in the online museum exhibit. This exhibit was intentionally designed, using specific online exhibit characteristic variables, to stimulate situational interest in both formal and informal learning environments and evaluated using a modified, validated situational interest survey instrument. The results indicated situational interest in both informal and formal groups and the variables of previous years of horse experience, free-choice, interactivity, and adaptability were identified as predictors of situational interest in the online exhibit of the formal group. Specifically, the variable of freechoice learning was responsible for over 40% of the explained variance in situational interest in the formal group, which provides implications of future research in the integration of free-choice opportunities in the formal education domain

    What is the problem to which interactive multimedia is the solution?

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    This is something of an unusual paper. It serves as both the reason for and the result of a small number of leading academics in the field, coming together to focus on the question that serves as the title to this paper: What is the problem to which interactive multimedia is the solution? Each of the authors addresses this question from their own viewpoint, offering informed insights into the development, implementation and evaluation of multimedia. The result of their collective work was also the focus of a Western Australian Institute of Educational Research seminar, convened at Edith Cowan University on 18 October, 1994. The question posed is deliberately rhetorical - it is asked to allow those represented here to consider what they think are the significant issues in the fast-growing field of multimedia. More directly, the question is also asked here because nobody else has considered it worth asking: for many multimedia is done because it is technically possible, not because it offers anything that is of value or provides the solution to a particular problem. The question, then, is answered in various ways by each of the authors involved and each, in their own way, consider a range of fundamental issues concerning the nature, place and use of multimedia - both in education and in society generally. By way of an introduction, the following provides a unifying context for the various contributions made here

    Tidewater Virginia Technology Education Teacher Professional Development Needs

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    The following objectives were established to answer this problem: 1. Determine the types of professional development being sought by Tidewater public school technology education teachers; 2. Recommend specific types of professional development that should be made available to Tidewater technology education teachers

    Libraries in transition: evolving the information ecology of the Learning Commons: a sabbatical report

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    This sabbatical report studied various models in order to determine best practices for design, implementation and service of Leaning Commons, a library service model which functionally and spatially integrates library services, information technology services, and media services to provide a continuum of services to the user

    Module Hypercontent for Gross Motor Learning

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    This study aims to develop a hypercontent-based gross motor learning model. The subjects of this research were students of the Early Childhood Education Teacher Education Study Program at STKIP Kusuma Negara Jakarta. This study uses the Research and Development (RnD) method. Develop gross motor learning models conceptually, procedurally and physically. Through expert one-to-one tests in the field of early childhood education materials, learning design, learning media and Indonesian. As well as one to one tests, small group tests and large group tests for students. This research can be a guide for future researchers in developing gross motor learning with the same approach or a different approach. This research produced learning products in the form of gross motor learning models, printed modules and learning videos. Hypercontent-based gross motor learning can facilitate students and increase student success in early childhood gross motor learning

    Integrating Authentic Digital Resources in Support of Deep, Meaningful Learning

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    "Integrating Authentic Digital Resources in Support of Deep, Meaningful Learning," a white paper prepared for the Smithsonian by Interactive Educational Systems Design Inc., describes instructional approaches that apply to successful teaching with the Smithsonian Learning Lab.After defining its use of terms such as deeper learning and authentic resources the authors review the research basis of three broad approaches that support integrating digital resources into the classroom:Project-based learningGuided exploration of concepts and principlesGuided development of academic skillsThese approaches find practical application in the last section of the paper, which includes seven case studies. Examples range from first-grade science, to middle-school English (including ELL strategy) to a high-school American government class. In each example, students study and analyze digital resources, going on to apply their knowledge and deepen their understanding of a range of topics and problems

    Education innovation through material innovation in primary education : the grow-it-yourself workshop

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    In recent years more STEM (Science, Technology, Engineering and Mathematics) topics have been incorporated in mainstream public education. Although the benefits of STEM instruction are broadly recognised in secondary school curricula, STEM topics in primary education are rather limited, leaving a gap in manipulative skills building and in preparation processes for the next school level. This paper reflects on the outcomes of a design workshop attended by 12 primary school students (9 to 12 years old) in Belgium. Mycelium, a fungi-based natural material now used in innovative sustainable applications, served as a means to introduce early learners engineering basics through self-made learning tools. Students grew their own 3-D structures to build a 'Grow-It-Yourself biodegradable playground using mycelium as a primary source. The paper stems from an in-progress research that investigates the opportunities of how mycelium as a material innovation can be used as a medium to create innovation in primary education through a learning-by-design approach. Reflections on the workshop's instructional guidelines are included along with an extension of the call for support for primary school teachers delivering STEM topics in their classes
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